1. Hickory Ridge High School
Tanesha Carhart
Megan Dubbaneh
Jennifer Gaddis
Jason Hepokoski
Jessica Stricker
A Diamond in the Rough

2. “Learning should be both frustrating and life enhancing
…the things we learn the most from
tend to scare us a bit too” (p. 444).
McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: Advice and reflections for the technology unsavvy. Journal of Adolescent & Adult Literacy, 51(6),

3. The FDMA Diamond Model
Adapted from the American School Counselor Association National Model, our FDMA Diamond model will provide HRHS with a solid basis for reform in areas such as
Teacher Empowerment
Collegiality
Administrative Respect
Technology Integration
Achieving District Goals
Embracing Our Mission, Vision, and Purpose Statements
Student Achievement

5. District Goals
To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum.

6. District Goals
2. To create a process in the schools that builds on the capacity of everyone in the school, so as to develop the school’s collective intelligence. 6

7. 3. To encourage experimentation in implementation.
District Goals
3. To encourage experimentation in implementation. 7

8. District Goals
4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009) 8

9. Hickory Ridge Goals Short Term Goals
1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring.
2. To establish a technology committee.
3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty.
4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture.
Long Term
1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.
2. To utilize progress monitoring results to tailor the curriculum to students' individual needs.
3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.
4. To further integrate PLCs into the faculty community.
5. To continuously assess the fidelity and progress of the FDMA model.

10. Hickory Ridge Goals Long Term Goals
1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.
2. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.
3. To further integrate PLCs into the faculty community.
4. To continuously assess the fidelity and progress of the FDMA model.
5. To utilize progress monitoring results to tailor the curriculum to students' individual needs.
Long Term
1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.
2. To utilize progress monitoring results to tailor the curriculum to students' individual needs.
3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.
4. To further integrate PLCs into the faculty community.
5. To continuously assess the fidelity and progress of the FDMA model.

13. Mission
Hickory Ridge High School endeavors to provide a world-class education, to establish a learner-centered community, and to incorporate 21st century technology into all facets of a progressive curriculum while providing students with meaningful learning experiences.
Foundation

14. To be a world class, technologically advanced school.
Vision
To be a world class, technologically advanced school.
Foundation

15. Purpose
To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century.
Foundation

17. Student Achievement
We will provide a differentiated, constructivist learning environment bolstered by a technologically infused curriculum.
~*~*~*~
“Many school administrators now advocate that teachers put aside notions of traditional teaching in favor of developing learning environments where students share ideas, grapple with the meaning of new information, and defend divergent thinking” (p. 582)
Judson, Eugene. (2006). How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection? Journal of Technology and Teacher Education, 14(3),
Foundation

20. Hickory Ridge’s Management System
Organizational structure / method
Behavioral Theory
Horizontal & Vertical Communication
Shared decision making
Data driven leadership
Promotes positive school climate
Management System

21. Hickory Ridge’s organizational structures support our school’s vision and mission.
Improve school culture and climate.
Participative decision making groups.
Shared leadership & responsibilities.
Old bureaucratic structures have been replaced with our new collaborative structures. -PLC’s, Technology committee

22. Our Organizational Philosophy
“ No single philosophy, old or new should exclusively guide decisions about schools. (Ornstein, 2009)
Our FDMA Diamond model has combined the organizational theories of :
Rensis Likert’s – System 4 Model
Kurt Lewin’s – Behavioral Theory
Douglas McGregor’s – Theory Y
Edwards Deming – Total Quality Management
Management System

23. Hickory Ridge’s Collaborative Structures
Rensis Likert’s System 4 Model.
System 1: Closed System (Top Down)
System 2: System
System 3:
System 4: Open System
- Faculty and staff participate in shared decision making. Our motivated staff improves our school culture and climate.

24. Kurt Lewin’s Behavioral Theory
Lewin: Behavior is a function of the interaction between the person and the environment. B=(f*p) (Owens & Valesky)
Hickory Ridge has a participative type of school decision making. System 4 Model.
Our empowered staff takes ownership of important school decisions through organizational structures such as PLC’s.
Participative decision making structures.
Management System

25. Likert’s participative group interaction model.
Management System

26. Rensis Likert’s System 4

27. Douglas McGregor’s Theory Y
Theory Y: When staff exercise initiative, self-direction, and self-control on the job they will feel committed to the objectives of the organization.
Our empowered Hickory Ridge faculty will enjoy teaching and their enthusiasm will translate into academic gains in their innovative, technology rich classrooms.
Management System

28. Shared Power
When teachers are empowered as agents for change, they become active agents rather than passive workers" (1986, p.523). Feimen-Nemser & Floden

29. Total Quality Management
Total Quality Management approach is recommended for the human resource function of reform.
Edwards Deming introduced the theory and application of total quality management (TQM) to the Japanese with outstanding results. (Rebore, 2007, p. 24):
Management System

30. Deming’s fourteen principles
8. Drive out fear 9. Break down barriers between departments. 10. Eliminate slogans, exhortations, and targets. 11. Eliminate management by numerical quotas. 12. Remove barriers that prevent job managers and workers from taking pride in their workmanship. 13. Institute a vigorous program of education and self improvement. 14. Put everybody in the company to work to accomplish transformation.
1. Create constancy of purpose toward improvement of product and service. 2. Adopt the new philosophy 3. Cease dependence on inspection to achieve quality. 4. End the practice of awarding business on the basis of price tag. 5. Improve constantly and forever the system of production and serve, to improve quality and productivity. 6. Institute training on the job. 7. Institute leadership.

31. Data Driven Leadership
Hickory’s administration will analyze our reform data. Ongoing progress monitoring
We will involve stakeholders in the data analysis process.
We will make changes based on data analysis to improve our organizational structures.
We will reward student achievement.
We will celebrate our successes.
Management System

32. Human Capital
Our diamond reform management system has created a school climate that encourages continuous learning & promotes innovation.
Staff development especially in technology.
Reward innovation and student achievement.
Our organizational structures utilize everyone’s capacity in the school.
We develop our school’s collective intelligence.
Management System

33. Hickory’s Empowered Staff Delivers Reform
Once individuals participate energetically, share authority, and engage in meaningful work, they begin to shed most negative emotions and to demonstrate their knowledge. (Shor, 1992, p. 84).
Allotting specific times for teachers to come together affords professional sharing that may not otherwise occur. - Woods and Weasmer
Management System

34. Hickory Ridge’s Organizational Structures
Foster:
Administrative Respect
Technology Integration
Team building / Collaboration
Teacher Empowerment
Mission, Vision, & Student Achievement

35. FDMA Diamond School Symbol
Our FDMA diamond model will be displayed everywhere.
Symbolizes our school reform efforts.
On our sports’ teams.
On our stationary. Vision & Mission.
On our website. Newsletters, multimedia
On our walls & halls.
We are a Diamond School!

36. Positive School Culture & Climate
Our organizational structures allow us to build coalitions and form alliances with all stakeholders.
PLC’s, technology committee,
We involve all stakeholders in our school reform efforts.
Through collaboration we have created a positive school climate that supports student achievement!

37. FDMA Diamond Model
Our foundation supports our organizational management structures.
Our organizational management structures support our instructional delivery.
Our FDMA Diamond Model supports our school reform efforts.

40. “When teachers are empowered as agents of change they become active agents rather than passive workers.” -Woods and Weasmer Maintaining Job Satisfaction
Delivery Systems

41. Incorporating Technology into Curriculum
Create a technology Committee consisting of new staff members and veteran staff members
Each classroom was recently wired and has 15 computers
The District wanted to make Hickory High School a technological center
Delivery Systems

42. Data-Driven Instruction
Use of online assessments for immediate feedback and baseline testing
Use for progress monitoring on classroom achievements and standardized testing
Delivery Systems

43. Staff Support, Development, and Empowerment
Technology Committee focus on technologies to be implemented in curriculum
Monthly meetings focusing on a new technology
Sharing ideas between new staff members and veteran teachers
Delivery Systems

44. Creating a Learning Community
Where staff members share information and ideas
Where staff members support each other
Where we empower teachers to become active agents
Delivery Systems

45. “Not only is it essential for teachers to know that they have contributed to shaping curriculum, but they also need to sense their own roles in the culture of the school. To become stakeholders, they need to know their contributions to the school culture are honored.” (p.118)
Woods, A.M. & Weasmer, J. (2004). Maintaining job satisfaction: Engaging professionals as active participants. Clearing House, 77 (3),
Delivery Systems

48. Data Driven Results
Online tests and quizzes will be completed online using Data Warehouse program.
These tests and quizzes will provide us with data which will allow for us to make the necessary gains and improvements in our classrooms.
Accountability

49. State Standards
Teachers need to be aware of the Sunshine State Standards and how each lesson they’re teaching appropriately meets the standards.
The Sunshine State Standards are closely linked to the FCAT assessment and need to be addressed in order for students to show gains on the test.
Accountability

50. State Standards continued
Objectives and standards should be posted in the room in a visible location.
Since we have become a technology-driven school, teachers should try to implement technology following the state standards and curriculum whenever possible.
Accountability

51. Performance Evaluations
At Hickory Ridge High School we will use the Collier Teacher Assessment System (CTAS), similar to the program used in Collier County Public Schools
This evaluation process was established to provide criteria and guidelines for assessing and improving the qualifications and performance of educators.
Accountability

52. “The purpose of this evaluation system is to provide a multi-strand evaluation process for teachers at every level of experience, it is been proven to be a fair assessment system, provide an opportunity for professional growth, and opportunities for peer support” (Hamblett,1996).
CTAS will follow the twelve Educators Accomplished Practices with a big emphasis on Technology.
Accountability

53. Administrator to Teacher
Professional Development Opportunities
Workshops
Technology development
Team Building Activities
Teachers will be placed in Professional Learning Communities (PLC’s) to collaborate with staff members, an administrator will be present to monitor this process.
Accountability

54. Teacher to Administrator
Teachers will have an open Door Policy with administrators and know that they are here for the same purpose.
“Trust contributes to a positive working environment characterized by honest supportive relationships. It enables the open exchange of ideas and impacts the quality and quantity of information exchanged” (Moye, Henkin & Egley, 2005, p.2)
Accountability

56. Striking the right
balance

57. Tightly Coupled Organizations
They are self-correcting rational systems with highly interdependent components.
They have a consensus in goals and the means to accomplish those goals.
They can coordinate activity by disseminating information.
They have predictable problems and the means to address those problems.
Striking the Right Balance

58. Our district goals include the following:
1. To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum. 2. To create a process in the schools that builds on the capacity of everyone in the school , so as to develop the school’s collective intelligence.
Striking the Right Balance

59. Our district goals include the following:
3. To encourage experimentation and implementation. 4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009)
Striking the Right Balance

60. Hickory High School Short term and long term goals
Short Term 1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring. 2. To establish a technology committee. 3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty. 4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture.
Striking the Right Balance

61. Hickory High School Short term and long term goals
Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model.
Striking the Right Balance

62. Diamond Model Framework
Foundation
Management System
Delivery System
Accountability
Striking the Right Balance

63. Diamond Model Promotes
Advocacy,
Leadership
Collaboration
Systemic Change
Foundation
Striking the Right Balance

64. Foundation Beliefs, and Philosophy Mission statement Vision
Florida Code of Ethics
Florida Ed Leadership Standards
Striking the Right Balance

65. Delivery Relevant curriculum Data Driven
Systemic support at all levels
Staff Development
Staff Empowerment
Striking the Right Balance

66. Management System Behavioral Theory Organizational structure/method
Data driven leadership
Shared decision making
Horizontal Communication
Striking the Right Balance

67. Accountability Data driven results: state standards
Performance Evaluations
Administration to Teacher
Teacher to Adminisration
Striking the Right Balance

68. Teach With Your Strengths68